ABSTRACT
This study investigated
the Information and Communication Technology (ICT) competencies of library
staff in the University of Abuja, FCT and University of Jos, Plateau
State. The objective of the study was to
find how competent library staff are in using ICT facilities to do their
job. Five research questions were
formulated to guide the study on Areas of work staff use ICT, levels of competence,
methods of acquiring competencies hindrances to competency acquisition and
strategies to improve the situation. Data relevant to the study was collected
using questionnaire design sampling technique. A total of 136 copies of questionnaire were distributed
out of which were rightly completed and returned. Data were analyzed using
percentages and mean scores. Findings revealed that many library staff in
university libraries perform Microsoft Word based tasks like typing and
printing of documents, can provide online searches using internet but cannot
perform effective professional library related duties using ICT. Staff need
ICT competencies in the areas that can assist them handle professional related
duties, like internet skills, mastery of library softwares and technical
skills. Library staff acquired ICT training mainly through personal practice,
on the job training, seminars, conferences and workshops, but preferred
training through library schools. The
major problems that hindered ICT competency acquisition among library staff are
lack of funding, higher authority not willing to release their staff to go for
further training, lack of opportunities, lack of ICT training facilities and inadequate curriculum content for ICT in the
library schools. Strategies to improve
the ICT competencies of library staff are by provision of more ICT facilities
in library schools, development of personal interest by staff to acquire ICT
competencies, sponsorship and study grants, study leave to be granted to staff to go for Competency
acquisition trainings, also the authority should be willing to release staff
for studies and recruit more staff to reduce work load. Suggestions on areas for further studies on
ICT competencies of library staff were also made.
TABLE
OF CONTENTS
Page
Title Page – – – – – – i
Approval Page – – – – – – – ii
Certificate Page – – – – – – – iii
Dedication – – – – – – – iv
Acknowledgement – – – – – – – v
Abstract – – – – – – – vi
List of Tables – – – – – – – vii
List of figures – – – – – – – viii
Table of Contents – – – – – – – xi
CHAPTER ONE: INTRODUCTION
Background of Study – – – – – – – 1
Statement of the Problem- – – – – – – 7
Purpose of the Study – – – – – – – 8
Research Questions – – – – – – – 8
Significance of the Study – – – – – – – –
Scope of Study – — – – – – – – 9
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework/Theories – – – – 11
Concept of ICT – – – – – 11
Concept of Competencies – – – – 15
Areas of work library staff use ICT – – – – 20
Levels of ICT Competencies possessed by Library staff – 25
Methods of acquiring ICT competencies – – – 27
Problems hindering the acquisition of competencies by library staff – – – – – – – – – – – 30
Strategies for enhancing ICT competencies – 33
Related Empirical Studies – – – – 36
Summary of Review of Related Literature- – – – 38
CHAPTER THREE: RESEARCH METHOD
Research Design – – – – 40
Area of the Study – – – – – – 40
Population of the Study – – – – 41
Sample and Sampling Technique – – – – 41
Instrument for Data collection – – – – – 42
Validation of the Instrument – – – – – – – 42
Method of Data Collection – – – – – 43
Method of Data Analysis – – – – 43
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
Research Question 1 – – – – – – 45
Research Question 2 – – – – – – 46
Research Question 3 – – – – – – 49
Research Question 4 – – – – – – 50
Research Question 5 – – – – – – – 51
Summary of finding the Study- – – – – 52
CHAPTER FIVE: DISCUSSION,
CONCLUSION AND RECOMMENDATIONS
Discussion of Findings – – – – – 54
Implication of the Study – – – – 58
Recommendations – – – – – – 60
Suggestion for Further Research – – – – 60
Limitations of the Study – – – – – 61
Conclusion – – – – – – 61
REFERENCES – – – – – – 63
APPENDIX A: LSICTC QUESTIONNAIRE – – 71
LIST OF TABLES
Tables Pages
- ICT related duties 45
- Level of ICT Skills 46
- Level of web skills 47
- Level of technical skills 48
- Methods through which library staff acquired ICT competencies 49
- Preferred methods of ICT competency training 49
- Problems hindering the acquisition of ICT competencies 50
- Strategies to improve staff ICT competencies 51
CHAPTER ONE
INTRODUCTION
Background of the Study
The
use of Information and Communication Technology (ICT) facilities in performing
library functions is becoming very useful in the Universities because it makes
service delivery to users faster and more efficient. ICT provides speedy, accurate and precise
information; it also has flexibility of usage by different users. With the
presence of ICT facilities like the World Wide Web, and Internet connectivity,
individuals can access information from unlimited sources. It also gives users opportunity to work at
their own pace and according to their own needs. As noted by Adebisi (2009), in
Hinderson (1992), ICT in libraries ensures speedy and easy access to
information from unlimited sources.
The
term Information and Communication Technology (ICT) evolved from Information
Technology (IT). Whereas Information Technology is used to refer to the latest
trend and devices that enhance information processing and usage, Information
and Communication Technology (ICT) on the other hand is used to represent the
process or act of exchanging or sharing information using the existing
technological facilities. Nwachukwu (2005) defines ICT as a device or tool that
allows for the collection, storage, processing or the communication of
information. It is a kit or equipment
used for capturing, processing, storing and accessing information. (Ekoja,
2007). ICT devices or equipment which are
used to acquire or impart information or knowledge are seemingly endless. They include calculators, photocopiers,
computer related devices etc. Although
ICT devices are many, for this project work, the emphasis is on computer
related ICT devices.
The
benefits of ICT in libraries generally and university libraries in particular are
innumerable. Chisenga (1995)
acknowledges that ICT applications improve service delivery in libraries and
allied institutions responsible for information provision. Most library functions such as, Acquisition,
Cataloguing and Classification, Reference services, previously handled manually
are now performed electronically using ICTs. This has helped to reduce time
spent on
doing the jobs
and with less mistakes. Nwalo (2000)
lists some of the benefits of ICT to libraries as: being able to automate technical
services; to provide efficient references and information services; to network
operations such as cataloguing, authority control, interlibrary loans and
International bibliographic project. These
functions become faster and less cumbersome to perform with the help of ICT
facilities. Ajayi (2001) describes a
library transformed into a new information service unit, providing electronic
cataloging, On-line Public Access Catalogue (OPAC), electronic acquisition and
serials control, electronic inter-library loan and electronic circulation
functions
The
University library which has long been recognized as ‘the heart’ of every
academic institution is one place where the benefits of ICT are
prodigious. As the centre of
intellectual activities of the university, it has an important role to play to
make sure adequate information materials are provided and that adequate
assistance is given by the library staff to ensure that the information needs
of the staff, students and researchers of the university are met. Modern ICT facilities such as
internet, can enable the university library provide content and information
dissemination by means such as electronic thesis and dissertations, which students
and researchers can benefit from millions of pages of relevant information on
the web.
Edoka
(2000) summarized some functions of the university libraries where the
application of ICTs is imperative for better accomplishment. They are as follows:
- to provide information materials required for the academic programme of the parent institution
- to provide research information resources in consonance with the needs of faculty and research students
- to provide information resources for recreation and for personal self development of users.
- To cooperate with other libraries at appropriate level for improved information services.
- To provide specialized information services to appropriate segments of the wide community
Following
Edoka’s summary, the areas of library functions seem probably the aspects ICT
resources can be employed to an advantage to improve the services of university
libraries.
In recognition of the importance of ICT in the
university library services with regards to the need for effective and
efficient service, many universities with the assistance from the federal government
have struggled to bring ICT facilities to their libraries. The Federal
government of Nigeria through the National Universities Commission (NUC), The
Educational Trust Fund (ETF) as well as individual universities’ efforts, has
made ICT facilities available in some of the university libraries which Abuja
and Jos are beneficiaries. Obviously, the provision of these facilities must
have involved the expenditure of a huge amount of money. However, to
successfully exploit the ICT facilities for full benefits, the library staff
are the indispensable intermediary between the library materials and
users. As a result, they must be able to
use the facilities effectively. With the
ICT facilities, the professional librarians, para-professionals and other staff
working in the two university libraries who are the custodian and purveyors of
information are challenged with new information to store, process and
disseminate. The implication is that the
library staff who are at the forefront of information provision in these
university libraries must possess adequate ICT competencies to be able to
maximize the facilities to full benefits.
Abdulganry (2000) points out that the new information technology cannot
be fully exploited if there is no adequate level of ICT competencies among the
library staff. Given this, staff working
in university libraries are now expected to be aware of and capable of using
and demonstrating emerging Information and Communication Technologies (ICTs).
They must be competent in the use of some basic ICT packages like the MS
Office, Online databases, internet searches etc. Similarly, Ikpaahindi (1999) advocates skills
acquisitions requirement in the areas of knowledge of computer, how it
functions; imputing and retrieval of information from it,… ability to organize
and use ICT based resources. It is therefore pertinent for university library
staff to develop the required competencies in the area of ICT to augment the
traditional library services. They
must develop expertise in and establish programme in knowledge search and
management support of clienteles’ needs.
Competence
is viewed as demonstrating the knowledge, skills, experience and attributes
necessary to carry out a defined function effectively. It is the acquisition of knowledge, skills
and abilities at a level of expertise sufficient to be able to perform
appropriately a given task in a work place. Wojtezak (2000) defines competence
in generic term as possession of satisfactory level of relevant knowledge and
acquisition of a range of skills that include interpersonal and technical
components at a certain point in the educational process. Such knowledge and
skill are necessary to perform the tasks that reflect the scope of professional
practices. It is a combination of theoretical
and practical experience that makes an individual able and willing to take the
right decision in daily working environment.
ICT
competencies of library staff could therefore be viewed to be those relevant
skills and knowledge to be acquired by those working in the library to be able
to fully exploit information search, retrieval, and deliver using electronic
format. The library staff working in the University of Abuja and Jos libraries are
expected to possess the technique for gathering, processing and disseminating
information to users via the electronic format or skills required to
effectively source information stored in electronic format, such as basic
computer operating skills, internet and electronic document search skills and
also storage and information skills. They should also be competent in the use
some of library software packages that can enable them handle the professional
technical operations in the library like cataloguing, classification and to
generate user databases. For this research
therefore, competencies and skills will be used interchangeably.
The
University of Abuja library was established in 1988, to support teaching,
learning and research programmes of the university. In addition to the main
library located at the main campus, the university operates three branch
libraries, namely: Law library, Agriculture library, Veterinary and the Medical
libraries. All the branch libraries are administered from the main campus and
their services were performed manually until 2005 when ICT was introduced into
the library. This has made it possible to provide some of the services online.
Through the Education Trust Fund (ETF) project and effort of the university,
the library has acquired seventy (70) computer systems. It has an e-Library
with sixty (60) sets of computers fully internet ready; a server where staff,
researchers, undergraduate and postgraduate students use the internet
facilities for their studies and also printing services are provided for users.
The library through the Nigerian Universities’ Commission (NUC) virtual library
subscribes to some foreign journal databases like the AGORA, HINARY, DOAJ, AJOL
and Bioline International. These e-resources are made available to their users
online via the library’s e-library laboratory. It is currently embarking on
online cataloguing of its materials using Library of Congress free database;
generating user database for circulation using the GLASS software. These ICT
resources are essential to services without which library users are not
assisted satisfactorily to meet their needs.
The e-library laboratory is managed by Higher Library Officer who only
has ICT knowledge while the circulation, cataloguing and classification units
are headed by professional librarians.
The unit heads and some para-professional staff were given On-the-Job
training to use LC database and GLASS softwares.
The University of Jos library started in 1975 at the same time with the university with a mission, just like every other academic library, to provide services to support academic activities of the parent institution. It has two libraries, the main campus library and mini campus library all with ICT facilities. Before the introduction of ICT into the library system, all the operations and services in the library were carried out manually. At present, the university library has two ICT laboratories with internet and printing facilities. It provides free internet services to their staff and student users. Also there is a wireless laboratory at the main campus library where users with their personal computers browse. The ICT department of the library is headed by a systems librarian who is a senior staff, a programmer, system technician and other junior staff who are expected to assist the users. Organization of functions in the University of Jos library is subject based and all the functions are provided by the aid of ICT facilities. The manual catalogues are being replaced by online catalogue (OPAC), also the library subscribe to many electronic journals and books. The university library provides word processing services to their users, that is, typing project work for students using the Microsoft Word. The university library also embarks on digitization of their thesis and dissertations, both retrospective and current ones, and it is hosted on the university’s website.
ICT COMPETENCIES OF LIBRARY STAFF AT THE UNIVERSITY OF ABUJA, FCT AND UNIVERSITY OF JOS, PLATAEU STATE
